scholarly journals Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion

2021 ◽  
Vol 24 (2) ◽  
pp. 70-98
Author(s):  
Renée Bourgoin ◽  
Josée Le Bouthillier
Keyword(s):  
Language Learning ◽  
Small Group ◽  
Language Learners ◽  
Corrective Feedback ◽  
Oral Communication ◽  
Literacy Skills ◽  
Independent Learning ◽  
French Immersion ◽  
Teacher Interviews ◽  
Form And Function

Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans.  Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported. 

L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française

2021 ◽  
pp. e20200116
Author(s):  
Josée Le Bouthillier ◽  
Renée Bourgoin ◽  
Joseph Dicks
Keyword(s):  
Language Learning ◽  
Professional Learning ◽  
Oral Language ◽  
Literacy Skills ◽  
Pedagogical Practices ◽  
Independent Learning ◽  
French Immersion ◽  
Oral Production ◽  
Learning Tasks ◽  
Language Literacy

This qualitative exploratory study examined the language/literacy tasks performed by elementary students from six elementary French Immersion (FI) classrooms. Various literacy tasks were performed as students rotated through different literacy centres/stations which had been pre-planned by their teachers. Specifically, researchers investigated students’ oral production and opportunities for extended oral output when working at independent learning centres/stations in order to identify key principles for creating literacy-enhancing tasks suitable for developing language literacy skills within second language (L2) contexts. Data were collected through classroom observations ( n = 23) to identify the types of literacy/language tasks proposed to L2 students, the nature of communicative functions, the targeted learning outcomes, and principles of effective L2 learning tasks. Results demonstrate the importance of adapting pedagogical practices, such as literacy centres/stations, borrowed from the first language teaching contexts to maximize L2 literacy/language learning and meet the specific needs of FI students. Results also highlighted the importance of ongoing professional learning opportunities for FI teachers specific to their L2 teaching contexts. Researchers propose principles for creating literacy/language tasks that promote oral language learning in FI contexts.

Taalleerproblemen en het Ontwikkelen van een Nieuwe Leergang Engels

1998 ◽  
Vol 60 ◽  
pp. 39-45
Author(s):  
M.C.L.F. Hoeks-Mentjens
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Difficulties ◽  
Independent Learning ◽  
Complex Task ◽  
Age Group ◽  
Dutch Government ◽  
Writing Course ◽  
Educational Programmes ◽  
The One

Since in 1993 the Dutch government set detailed goals for educational programmes on secondary schools for 14-year-olds, writing EFL materials has become an increasingly complex task for textbook writers. Not only are they supposed to deal with these new objectives, but they are also expected to cater for all pupils within that age-group and ensure that (teacher)independent learning can be achieved. Writing course books for all pupils implies writing for pupils with language learning difficulties as well. In a newly developed English course a distinction was made between dyslexic pupils, who experience purely phonological problems, on the one hand and poor language learners, who in addition are characterized by a poor general understanding on the other. In this article the editor of 'Worldwide', the new Dutch EFL course, reports on how the various elements mentioned above have been incorporated into the material.

Focus-on-Form and Corrective Feedback in Communicative Language Teaching

1990 ◽  
Vol 12 (4) ◽  
pp. 429-448 ◽  
Author(s):  
Patsy M. Lightbown ◽  
Nina Spada
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Corrective Feedback ◽  
Observation Data ◽  
Focus On Form ◽  
Class Differences ◽  
Grade 5

The developing oral English of approximately 100 second language learners (four intact classes) was examined in this study. The learners were native speakers of French (aged 10–12 years) who had received a 5-month intensive ESL course in either grade 5 or grade 6 in elementary schools in Quebec. A large corpus of classroom observation data was also analyzed.Substantial between-class differences were found in the accuracy with which students used such English structures as progressive -ing and adjective–noun order in noun phrases. There was some evidence that these differences (which were not correlated with performance on listening comprehension tests) were due to differences in teachers' form-focused instruction. These findings are discussed in terms of current competing views of the role of form-focused instruction in second language learning.

scholarly journals Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning

2018 ◽  
Vol 26 (1) ◽  
pp. 59 ◽  
Author(s):  
Eric H. Young ◽  
Rick E. West
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Oral Communication ◽  
Project Based Learning ◽  
Technical Training ◽  
Self Awareness ◽  
Journal Articles ◽  
Self Evaluation ◽  
Learner Perceptions ◽  
Speaking Skills

<p>Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.</p>

scholarly journals Language Tasks and Mobile Technologies: A Paradigm Shift in Designing Task-Based CALL for Young Language Learners / Activités langagières et technologies mobiles : un changement de paradigme dans la conception des tâches en apprentissage des langues

2014 ◽  
Vol 40 (1) ◽  
Author(s):  
Martine Pellerin
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Collaborative Action Research ◽  
Mobile Technologies ◽  
French Immersion ◽  
Learning Theories ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Learning Principles

This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to redesigning task-based approaches for young language learners. The article is based on a collaborative action research (CAR) project in Early French Immersion classrooms in the province of Alberta, Canada. The data collection included digital ethnographic observation in the classrooms, students’ artifacts, and interviews with teachers and students. The findings outlined how the use of mobile technologies such as iPods and tablets contributes to redesigning language tasks and activities by helping young learners to create their own learning environment and meaningful language tasks, as well as self-assess and regulate their language learning process. The research also provides evidence of how the use of mobile technologies contributes to redesigning task-based approaches for young language learners that reflect learning principles based on emergent learning theories as well as Vygotskian sociocultural theories in second language acquisition (SLA). Activités langagières et technologies mobiles : un changement de paradigme dans la conception des tâches en apprentissage des langues assisté par ordinateur pour jeunes apprenants Cet article étudie la façon dont l'utilisation des technologies mobiles (iPods et tablettes) dans les classes de langue contribue à la refonte des approches basées sur des tâches pour les jeunes apprenants. L'article se fonde sur un projet de collaboration recherche-action (CRA) dans les classes initiales d'immersion en français dans la province de l'Alberta, au Canada. La collecte de données comprenait l'observation ethnographique numérique dans les salles de classe, les artefacts des élèves, et des entrevues avec les enseignants et les étudiants. Les résultats ont montré comment l'utilisation des technologies mobiles telles que les iPods et tablettes contribue à la refonte des tâches et des activités langagières en aidant les jeunes apprenants à créer leur propre environnement d'apprentissage et des tâches langagières pertinentes, à s'autoévaluer et à réguler leur processus d'apprentissage linguistique. La recherche met aussi en évidence la façon dont l'utilisation des technologies mobiles contribue au remodelage d’approches basées sur les tâches qui reflètent les principes d'apprentissage fondés sur de nouvelles théories d'apprentissage ainsi que sur les théories socioculturelles de Vygotsky sur l’acquisition d’une seconde langue.

E-Reading and E-Learning @ Higher Elevations

2019 ◽  
Vol 118 (11) ◽  
pp. 417-423
Author(s):  
V. P. Rathi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
E Learning ◽  
Development Of Language ◽  
The Government ◽  
English Language Skills

The present paper aims at the advancement of e-reading and e-learning among the students, English language learners, teachers and all other academicians in India.  There is a tremendous change in the development of language either it is one’s native language or English as second language, the lingua franca or the official language.  E-reading is particularly a self-selected one and it has a wonderful impact on the English language readers. The modern day students are visually oriented students and they prefer e-reading and e-learning method to enrich their English knowledge.  NDLI, the digital library of India and NPTEL, Swayam are helpful e-resources for many English language learners, teachers and other academicians.  The Government of India encourages students and teachers by admitting them in online courses especially to improve their English language skills.  Google Classroom, Youtube linkages on education are becoming more and more popular and become effective in the process of English language learning.  With a lot of advancement today, the English language learners are provided with independent learning also.  The advancement of e-reading and e-learning enhance the students to improve their English language skills.

The Development of Cognate Awareness in Child Second/Third Language Learners of French in French Immersion: The Effects of Orthographic Overlap and Cognate Status

2021 ◽  
pp. 1-13
Author(s):  
Kathleen Hipfner-Boucher ◽  
Adrian Pasquarella ◽  
Sonal Prasad ◽  
Xi Chen
Keyword(s):  
Longitudinal Study ◽  
Language Learning ◽  
Language Learners ◽  
French Immersion ◽  
Elementary Grades ◽  
Direct Measure ◽  
Third Language ◽  
Semantic Relationships ◽  
Cross Language ◽  
The Impact

Purpose Our 1-year longitudinal study tracked the development of cognate awareness among second (L2) and third language (L3) learners of French in French immersion in Grades 1 and 2 to explore the impact of orthographic overlap and cognate status (true vs. false) on children's ability to recognize cognate relationships. We also assessed the impact of French L2/L3 status on performance. Method We compared performance on three conditions (true cognates with same and similar spellings, false cognates with same spellings) within and across grades. We used a direct measure of cognate awareness that required children ( n = 81) to distinguish true from false cognates presented orally and in print. Results Overall, Grade 1 children failed to recognize cognate relationships between true cognates with similar spellings, but successfully recognized true cognates with same spellings. Performance on all conditions increased significantly between Grades 1 and 2. The greatest improvement was seen on true cognates with similar spellings. Performance on false cognates was inferior to performance on true cognates with same spellings in Grade 1, and inferior to performance on both same and similar spelled true cognates in Grade 2. No differences were found due to L2/L3 status. Conclusions Among sequential learners of L2/L3 French in the early stages of additional language learning, cognate awareness is impacted by the degree of orthographic overlap, as well as by cognate status. Children's ability to recognize cross-language orthographic and semantic relationships improves substantially across the early elementary grades. Supplemental Material https://doi.org/10.23641/asha.16821106

scholarly journals Possibilities of Independent Learning in Two Self-Access Facilities of an Iranian University

2014 ◽  
pp. 235-245
Author(s):  
Afshin Mohammadi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Independent Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Computer Center ◽  
Humanities Faculty ◽  
The Status ◽  
The University

The roles that self-access centers play in language learners’ development of autonomy considerably vary in accordance with the institutional features attributed to their structure and the services they offer. As part of a larger study which assessed 100 learners’ readiness for autonomy, this paper reports on the status quo of two facilities at the humanities faculty of an Iranian university, based on English-as-Foreign-Language (EFL) learners’ views and practices. Seven undergraduate EFL learners from various years of study were asked to describe the ways in which they exploit self-access services for language learning purposes and express their opinions vis-à-vis their functionality through semi-structured interviews. Findings reveal that most learners preferred not to attend the computer center, principally because, the Internet, as the most widely acknowledged service, had become available in other places around the university, such as in the dormitory. The reasons for this reluctance are highlighted, along with a presentation of some suggestions for upgrading learners’ participation in self-access language learning in similar contexts.

scholarly journals Reflections on Discussions of Literature: A Language Learning Environment to Promote Speaking Skills

2019 ◽  
pp. 846-850
Author(s):  
Cagri Tugrul Mart
Keyword(s):  
Language Acquisition ◽  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Oral Communication ◽  
Literature Discussions ◽  
Classroom Discussions ◽  
Solid Foundation ◽  
Construct Meaning ◽  
Speaking Skills

Classroom discussions of literature create a pedagogically sound platform in the ELT classroom for language acquisition to take place. The pedagogic rationale for embracing literature discussions lies in the claim that they lend the necessary guidance language learners need to construct meaning, promote comprehension and seek ways to articulate their ideas, opinions and interpretations. This article discusses benefits of implementing literature discussions with undergraduate ELT students to empower their growth in oral communication. The data revealed favorable responses toward using literature discussions in language learning with regard to their benefits in building a solid foundation for learners to experiment with language by means of dialogic exchanges for the development of speaking skills.

scholarly journals A Study of English Informative Teaching Strategies Based on Deep Learning

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Yaojun Guo
Keyword(s):  
Artificial Intelligence ◽  
Deep Learning ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
Rapid Development ◽  
Language Education ◽  
Independent Learning ◽  
Ecological Niches ◽  
Smart Classroom

The rapid development of artificial intelligence brings new development opportunities and challenges to English teaching university. This paper explores the concept of “smart education” and the path of building an ecological information-based teaching model of English college by interpreting the concepts of artificial intelligence, deep learning, ecological linguistics, and language education. Artificial intelligence, especially deep learning, will be promising in many aspects, such as the analysis of individual differences of language learners, customized learning content, diversified and three-dimensional teaching media, the role of teachers as smart classroom designers, and multidimensional and dynamic formative assessments. By relying on the data mining technology of deep learning to analyze learners’ characteristics, the smart classroom design, the promotion of language learners’ independent learning, and the establishment of dynamic and complete learner profiles, the language learning process is no longer a linear process but an evolving open loop, ultimately forming a harmonious development of various ecological niches in the language learning process. In this paper, we study and design a deep learning-based English informatics teaching system to develop a deep learning-based scoring prediction model. The model incorporates deep learning models based on word embedding and text convolutional networks, which can uncover the hidden interest features of academics for English. The experimental research results prove that the online e-learning service platform cannot only effectively meet the diverse and personalized English learning needs of university students, but also improve the learning efficiency of teachers and students.

Sign in / Sign up

Export Citation Format

Share Document